Sustainable Development Disciplines for Humanity: Breaking Down the 5Ps―People, Planet, Prosperity, Peace, and Partnerships (Sustainable Development Goals Series)

This Open Access book provides eight problem solving lectures for sustainable development for people, peace, and partnerships. Those are three of the five keywords for the Sustainable Development Goals (SDGs): people, the planet, prosperity, peace, and partnerships or “the 5Ps”. Each of these lectures is classified into one of the keywords for SDGs and based on the history of social thought, human development, law, education, sociology, and peace studies. Further, each lecture delineates the essence of each discipline when it is practically applied to development studies. This book, Sustainable Development Disciplines for Humanity, along with its sister volume related to the planet and prosperity, Society , will be useful in studying development. Interdisciplinary research is necessary to achieve the SDGs advocated by the United Nations. Hence, it is essential to learn the basics of individual disciplines, as they each offer ample knowledge fostering problem solving through the accumulation of existing research. This and its sister volume are the first comprehensive textbooks summarizing the essence of each necessary discipline to approach development studies from an interdisciplinary perspective. In developing countries, this book will provide access to development research for readers aiming to further develop their own nations. Moreover, in developed countries, the book will provide access to problem-solving research for readers seeking holistic solutions to complex social problems. Preface Introduction References Contents Editors and Contributors List of Tables For People 1 Poverty and Ideologies: How the Welfare State Gained Political Support in Britain Abstract 1.1 Introduction 1.2 Liberalism and Poverty in the Nineteenth Century 1.3 Poverty and Ideologies in Turn-of-Century Britain 1.3.1 Poverty and Exclusionist Ideology 1.3.2 Poverty and Liberal Ideology 1: The Charity Organization Society 1.3.3 Poverty and Liberal Ideology 2: Formation of the New Liberalism 1.4 Conclusion Acknowledgement References Primary Sources Secondary sources 2 Global Health Diplomacy to Combat Communicable Diseases and to Promote Universal Health Coverage in Achieving the Sustainable Development Goal 3 Abstract 2.1 Introduction 2.2 “Health for All” as an Internationally Shared Vision 2.2.1 The Right to Health 2.2.2 “Health for All” Through Primary Health Care 2.2.3 From the MDGs to the SDGs 2.3 Combating Communicable Diseases for Human Security 2.3.1 From State Security to Human Security 2.3.2 Communicable Diseases as a Human Security Threat 2.4 Emerging and Re-emerging Infectious Diseases Challenging the SDGs 2.4.1 2014 Ebola Virus Disease Outbreak in West Africa 2.4.1.1 Background 2.4.1.2 Why Didn’t WHO Director-General Declare a PHEIC Sooner? 2.4.1.3 Why Did UN Secretary-General Establish UNMEER? 2.4.1.4 Implications for Global Health Governance 2.4.2 COVID-19: A Global Pandemic 2.4.2.1 Unique Features of COVID-19 2.4.2.2 Global Equitable Access to Vaccines 2.4.2.3 Intellectual Property Rights and the Access to Medicine 2.4.2.4 Disease Outbreaks on International Cruise Ships 2.5 Promoting Universal Health Coverage for Leaving no One Behind 2.5.1 UHC and Primary Health Care 2.5.2 2019 G20 Summit and UN High-Level Meeting on UHC 2.6 Concluding Remarks References 3 The Historical Development of SDG4: Evolution of the Global Governance of Education Abstract 3.1 Introduction 3.2 Three Approaches to International Education Development 3.2.1 The Peace Approach 3.2.2 The Human Rights Approach 3.2.3 The Development Approach 3.3 Shifting Trends and Issues Amongst the Three Approaches in International Education Development 3.4 Debates and Perspectives from Research on International Education Development 3.4.1 The Internal and External Efficiency of Education 3.4.2 “Education for Development”, “Educational Development” and “Education and Development” 3.4.3 Modernization Theory and Dependency Theory 3.5 SDG 4 in the Context of Perspectives and Debates in International Education Development 3.5.1 Sustainable Development Goal 4: The Education Goal 3.5.2 The External and Internal Efficiency of Education and SDG4 3.5.3 “Education for Development”, “Educational Development” and “Education and Development” in SDG4 3.6 Discussion 3.6.1 Clear Goals and Monitoring 3.6.2 Need for More Empirical and Theoretical Research in the Field 3.6.3 Focus on the Content and Aims of Education 3.7 Concluding Remarks References 4 Education in SDGs: What is Inclusive and Equitable Quality Education? Abstract 4.1 Introduction 4.2 International Trends in Educational Cooperation 4.2.1 Educational Cooperation in the Postwar Era 4.2.2 From the 1990s Onward: Education for All (EFA) 4.2.2.1 World Declaration on Education for All 4.2.2.2 The Dakar Framework for Action 4.2.2.3 Millennium Development Goals (MDGs) 4.2.2.4 Progress and Evaluation of International Cooperation in Education up to 2015 4.2.3 From 2015 Onward: Sustainable Development Goals (SDGs) 4.3 What is “Inclusive and Equitable Quality Education?” 4.3.1 Equity 4.3.2 Inclusion 4.3.2.1 Inclusive Education 4.3.3 Quality of Education 4.3.3.1 School Environment 4.3.3.2 Educational Attainment 4.3.3.3 Learning Achievement 4.3.3.4 Non-cognitive Skills 4.3.4 Case Study: Education for Children with Disabilities in Ethiopia 4.3.4.1 Overview of Education for Children with Disabilities in Ethiopia 4.3.4.2 Ethiopia’s Response to the International Approach 4.3.4.3 Perceptions of “Regular Classes” 4.4 Concluding Remarks References 5 The Role of Higher Education in Achieving the Sustainable Development Goals Abstract 5.1 Introduction 5.2 The Changing Role of Higher Education 5.3 Other SDG Goals and Higher Education 5.3.1 Contributions from Education and Research 5.3.2 Contributions from Collaborations with Society 5.4 Japan’s SDGs Implementation Guiding Principles and Higher Education 5.4.1 Positioning and Expected Role of Higher Education in Japan 5.4.2 Visualization of Social Contribution Efforts by Universities: The Emergence of THE Impact Ranking 5.5 The Impact of COVID-19 on Higher Education 5.6 Concluding Remarks References 6 Social Impacts of Infrastructure Construction: Sociological Approaches to Development Abstract 6.1 Introduction: Development-Induced Displacement and Resettlement in the SDGs 6.2 The Discipline of Sociology 6.2.1 Sociological Perspective 6.2.2 Sociological Approach to Development 6.3 ‘Sociology of Development’ and ‘Development Sociology’ 6.3.1 ‘Sociology of Development’ 6.3.2 ‘Development Sociology’ 6.4 Displacement and Resettlement Induced by Infrastructure Construction 6.4.1 Michael Cernea’s IRR Model 6.4.2 Experiences of Japan 6.5 Sociological Approaches to Development; What Kind of Sociological Research Do We Aim to Conduct? 6.5.1 Power Relations Among Actors at Development Sites 6.5.2 Unanticipated Consequences: Secondary, Indirect, Medium-, and Long-Term Impacts of Development Projects 6.5.3 Macro–Micro Linkages Among International, National, and Regional Transformations 6.5.4 Values, Culture, and Discourse on Development 6.6 Concluding Remarks References For Peace 7 The Trilogy for Peacebuilding: Beyond Obstacles of Democratization, Development and Peace Abstract 7.1 Introduction 7.2 What is Liberal Democracy? 7.2.1 The Fluctuating Democracy at Present 7.2.2 New Movement Against Democracy 7.3 Inequitable Development 7.3.1 Inequitable Development in the World 7.3.2 Inequitable Development Inside Countries 7.4 Tackling Each Actor for a Peaceful Society 7.4.1 Good Governance for Conflict Prevention 7.4.2 Alternative Approach for Peacebuilding 7.5 Conclusion: Role of SDGs for International Harmony and Cooperation References 8 Stuck in an Equilibrium of High Corruption: The Strait Gate to a Fair and Transparent Society Abstract 8.1 Introduction 8.2 The Concept and Consequences of Corruption 8.2.1 Concept of Corruption 8.2.2 Consequences of Corruption 8.2.2.1 Consequences at the Macro Level 8.2.2.2 Consequences at the Micro Level 8.2.3 SDGs and Corruption 8.3 Causes of Corruption 8.3.1 Traditional View on the Causes of Corruption 8.3.2 Corruption as a Social Institution 8.4 Successful Cases of Anti-Corruption Reforms 8.4.1 Britain 8.4.2 The United States 8.4.3 Hong Kong 8.4.4 Singapore 8.4.5 Strait Gate to a Fair and Transparent Society 8.5 Concluding Remarks References 9 Considering the Effectiveness and Achievement of SDGs Towards Combating Human Trafficking Abstract 9.1 Introduction 9.2 Definition of Human Trafficking 9.2.1 Perspectives for Understanding Human Trafficking 9.2.2 Victims of Human Trafficking 9.2.3 Trafficker and Transportation 9.3 Human Trafficking and Literature Review 9.4 Treaties and Other Instruments for Human Rights 9.5 Human Trafficking and SDGs 9.5.1 Gender and Violence 9.5.2 Mobility of People and Vulnerability 9.5.3 Implementation and Partnership 9.6 Concluding Remarks Appendix: This Appendix Shows in Section [5. Human trafficking and SDGs] References For Partnership 10 Towards the Creation of Effective Partnerships with the Private Sector for Sustainable Development Abstract 10.1 Introduction 10.2 From Separated Entities to Global Partnerships 10.3 Partnerships with the Private Sector in Japan 10.3.1 The Government of Japan, International Development, and the Private Sector 10.3.2 JICA and the Private Sector 10.4 The Roles of the Public and Private Sectors 10.5 Conclusion: Partnerships as an Approach for the Co-creation of Innovation References 11 Toward a Partnership Based on Historical Reconciliation and Mutual Trust Abstract 11.1 Introduction 11.2 “Reconciliation” and the Global Partnership 11.2.1 Advocating “Reconciliation Studies” 11.2.2 Reconciliation and the Creation of “Reconciliation Studies” 11.3 “Doing History” and the Contribution to SDGs 11.3.1 Exploring the Methods of the New Historiography 11.3.2 Excluding “Politics” that Invades the Realm of “History” 11.3.3 The Construction of the Historians’ Community 11.4 The Three Stages and Research Topics of Historical Reconciliation 11.4.1 The Stagnation of “Intellectual Reconciliation” as the Catalyst 11.4.2 The Specific Content of the Third Stage 11.5 “Reconciliation Studies” and “Neo-new Historiography” that Contribute to SDGs 11.6 Concluding Remarks References Index